社区-学术团队在CBPR课程中的教学:关于课程教学的教训
概括
社区-学术合作伙伴可以成功地共同教授基于社区的参与性研究 (CBPR) 的本科课程,培养有价值的技能. 讲师们学会了导航不同的优先事项和力量动态,以有效协作.
科学领域:
- 基于社区的参与式研究 (CBPR)
- 高等教育教学的教学.
- 跨学科合作跨学科合作
背景情况:
- 基于社区的参与型研究 (CBPR) 涉及社区和学术利益相关者之间的合作伙伴关系,以解决当地问题.
- 虽然本科生参与CBPR课程可以获得研究和专业技能,但教师的经验仍然没有充分记录.
- 这项研究详细介绍了社区和学术教师共同教授本科CBPR课程的经验教训.
研究的目的:
- 描述社区和学术合作伙伴共同教授本科社区参与型研究 (CBPR) 课程的经验和经验.
- 确定在学术环境中促进CBPR学习的关键教学策略和挑战.
- 为优化社区参与研究教育中的协作教学模式提供见解.
主要方法:
- 在本科CBPR课程中进行联合教学经验的定性分析.
- 教师反思伙伴关系动态,课程交付和学生学习.
- 在社区-学术团队教学中识别最佳实践和挑战.
主要成果:
- 联合教学为学生提供了独特的机会来模拟伙伴关系和协作.
- 在CBPR课程中,非传统的学习经验有助于技能发展和反思.
- 不同的社区和学术优先事项可能会挑战协作教学,强调需要明确讨论权力动态.
- 成功的联合教学需要关于优先事项和学术知识对课堂动态的影响的有意对话.
结论:
- 社区和学术伙伴可以有效地团队教授本科CBPR课程,增强可转移的技能.
- 整合传统和非传统的学习,以及模拟合作,对于成功至关重要.
- 解决潜在的权力不平衡和提供结构性支持,如为社区合作伙伴提供资金,对于可持续的合作至关重要.
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